Each Student Is To Select One Exercise Per Module

Each Student Is To Select One Exercise Per Module Exercise From Th

Each student is to select one exercise (per module exercise) from the grouping as identified below. Provide documented evidence, in Moodle, of completion of the chosen exercise (i.e., provide answers to each of the stated questions). Detailed and significant scholarly answers will be allotted full point value. Incomplete, inaccurate, or inadequate answers will receive less than full credit depending on the answers provided. All submissions need to be directed to the appropriate area within Moodle. Late submissions, hardcopy, or email submissions will not be accepted.

Paper For Above instruction

The assignment requires each student to select one exercise from each module's grouping and submit comprehensive answers to the questions associated with that exercise. Students must provide documented evidence of completion through Moodle, ensuring that the responses demonstrate depth of understanding and scholarly rigor. Partial or inaccurate responses will be graded accordingly, emphasizing the importance of thorough and well-informed submissions.

Ensuring adherence to submission guidelines is crucial; therefore, all work must be uploaded via Moodle. No late, hardcopy, or email submissions are permissible, underscoring the importance of timely and proper electronic documentation.

This task encourages active engagement with the course material through critical thinking and scholarly research, aiming to reinforce learning outcomes across the modules. Accurate, detailed, and well-debated responses will maximize the potential for full credit and serve to solidify foundational knowledge in the subject area.

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
• Boud, D., Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. Routledge.
• Biggs, J., & Collis, K. (1982). Evaluating the quality of learning: The SOLO taxonomy. Academic Press.
• Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. Oxford Polytechnic.
• Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.
• Race, P. (2007). The lecturer’s toolkit: A practical guide to assessment, learning and teaching. Routledge.
• Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
• Shuell, T. J. (1986). Cognitive psychology and instruction. Harper & Row.
• Yorke, M. (2003). Formative assessment in higher education: Moves towards theory and practice. Higher Education, 45(4), 477-501.